NEEDS ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSE AT
THIRD SEMESTER STUDENTS OF GOVERNMENT SCIENCE
IN MUHAMMADIYAH UNIVERSITY OF MAKASSAR
( A Descriptive Quantitative Research )
A THESIS
Submitted to the faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Part Fulfillment of the Requirements for the Degree
of Education in English Department
ANDI SITTI NASMAH
10535586514
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2018
Ummi Khaerati Syam, S.Pd, M.Pd
NBM. 977 807
MOTTO AND DEDICATION
MOTTO
A pessimist sees the difficulty in
every opportunity; an optimist sees
the opportunity in every difficulty.
(Winston Churchill)
DEDICATION
This Thesis is sincerely dedicated for my
dearest parents, my beloved brothers and
sisters, my family, and my beloved friends.
ABSTRACT
Andi Sitti Nasmah. 2018. Needs Analysis of English For Specific Purpose
at Third Semester Students of Government Science in Muhammadiyah
University of Makassar. Thesis of English Department. The Faculty of Teacher
Training and Education, Muhammadiyah University of Makassar. Supervised by
Nur Qalbi and Awalia Azis.
This research aimed to find out whether the present situations meet the
students‟ needs of English for Specific Purpose. The researcher applied
Descriptive Qualitative Method as design method because it was comparable to
collect the data from the students‟ perception, and gave questionnare to collecting
the data. The population of this research consisted of the students who have
participated ESP course at third semester of Government Science in
Muhammadiyah University of Makassar of 2018/2019 academic year. The sample
of this research was IP 3 B class which consisted of 29 students. The sample was
taken by using Purposive Sampling Technique.
Based on findings, it described the students‟ present situation did not meet
the needs for ESP, especially English for Government Science of Social and
Political Science Faculty. In addition, the main results obtained from this research
showed that the students under investigation were aware of the importance of
English for their studies and profession, but English teaching materials and their
study program as government science students was only partly relevant. It can be
concluded that the students need more specific English material and class, that is,
ESP course for developing satisfactory and reasonable mastery of the four
language skills.
Keywords: Needs Analysis, ESP
ACKNOWLEDGEMENT
In the name of Allah, the beneficient, and the Merciful. Praise and gratitude
be to Allah for giving the strength and guidance for the writer, so that this
proposal thesis can be finished accordingly. Peace and blessing be upon Prophet
Muhammad SAW, his family, his relatives, and all his followers.
This graduating paper would not have been completed without support, and
guidance from individual and institution. Therefore, the researcher would like to
express special thanks to:
1. Dr. H. Abd. Rahman Rahim, SE, MM. as the Rector of Muhammadiyah
University of Makassar.
2. Dr. Erwin Akib, M.Pd., Ph.D., as Dean of Teacher Training and Education
Faculty of Muhammadiyah University of Makassar.
3. Ummi Khaerati Syam, S. Pd., M. Pd., as the Head of English Education
Department of Muhammadiyah University of Makassar. Thank for all her
suggestions, recommendations and supports for this graduating paper from
the beginning until the end.
4. Nur Qalbi, S.S., M.Hum, as the first consultant who has guidance, dedication,
and support during writing this proposal thesis.
5. Awalia Azis, S.Pd., M.Pd., as the second consultant who has guidance,
dedication, and support during writing this proposal thesis.
6. All the lectures in English Education Department for teaching precious
knowledge, sharing philosophy of life, and giving wonderful study
experience.
7. My mother Dra. Hj. Sitti Basnur Wahab, who always pray, support, and
entertain me when I felt down.
8. All of my friends of English Education Department especially class C in the
same struggle, thank you so much for your motivation until the end of present
day.
Finally, it is obviously that this proposal thesis is not perfect yet either in
content or grammar, etc. So that the suggestion or critical from the reader for the
better of this proposal thesis is hoped. I hope this proposal thesis can be useful to
all of people.
Makassar, November 2018
Andi Sitti Nasmah
TABLE OF CONTENTS
Pages
COVER ................................................................................................................. i
LEMBAR PENGESAHAN ................................................................................. ii
APPROVAL SHEET .......................................................................................... iii
COUNSELLING SHEET ................................................................................... iv
SURAT PERJANJIAN ...................................................................................... vii
SURAT PERNYATAAN ................................................................................... viii
MOTTO AND DEDICATION ........................................................................... ix
ABSTRACT ........................................................................................................... x
ACKNOWLEDGEMENT .................................................................................. xi
TABLE OF CONTENTS ................................................................................. xiii
LIST OF TABLE ................................................................................................ xv
LIST OF FIGURE ............................................................................................ xvi
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of The Research ............................................................................. 1
B. Problem Statement ............................................................................................. 4
C. Objective of The Research ................................................................................. 4
D. Significances of The Research .......................................................................... 4
E. Scope of The Research ...................................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ................................. 6
1. Previous Related Research Finding .................................................................... 6
2. Some Pertinent Ideas ......................................................................................... 9
1. English for Specific Purpose ........................................................................ 9
a. Definition of English for Specific Purpose (ESP) ................................... 9
b. Classification of English for Specific Purpose (ESP) ........................... 11
c. Teaching English for Specific Purposes (ESP) ..................................... 15
2. Need Analysis ............................................................................................ 15
a. Definition of Need Analysis ................................................................ 15
b. Types of Need Analysis ...................................................................... 18
3. Conceptual Framework ..................................................................................... 22
CHAPTER III RESEARCH METHOD ............................................................ 24
A. Research Design .............................................................................................. 24
B. Population and Sample ................................................................................... 25
C. Instrument of the Research ............................................................................. 25
D. Data Collection Method .................................................................................. 26
E. Technique of Data Analysis ............................................................................ 27
CHAPTER IV FINDINGS AND DISCUSSION ............................................... 29
A. Findings ........................................................................................................... 29
B. Discussion ....................................................................................................... 36
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 40
A. Conclusion ...................................................................................................... 40
B. Suggestion ....................................................................................................... 41
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
3.1 Likert Scale ...................................................................................................... 27
3.2 Criterion Score ................................................................................................. 28
4.1 Percentage of the Usefulness of Each Skill for Improving the Overall
English Ability ................................................................................................. 30
4.2 The Relevant Between English material taught by Lecturer and The
Study Program .................................................................................................. 30
4.3 The English Material That The Students Need To Learn ................................ 31
4.4 The Job Prospect That The Students Choose After Graduation ...................... 31
4.5 The Students‟ Difficulties In Learning English At The Class ......................... 31
4.6 The Importance of English for the Study ......................................................... 32
4.7 The Importance of Vocabulary Practice in English Class ............................... 32
4.8 The Importance of Grammar Practice in English Class ................................... 33
4.9 The Situations Where Reading Skill is Important for Government
Science Students ............................................................................................... 33
4.10 The Situations Where Listening Skill is Important for Government
Science Students ............................................................................................... 34
4.11 The Situations Where Speaking Skill is Important for Government
Science Students ............................................................................................... 35
4.12 The Situations Where Writing Skill is Important for Government
Science Students ............................................................................................... 36
LIST OF FIGURE
Figure 2.1 Conceptual Framework ......................................................................... 22
LIST OF APPENDICES
Appendix 1 Questionnaire For The Students
Appendix 2 Questionnaire Untuk Mahasiswa
Appendix 3 The Result of The Questionnaire For The Students
Appendix 4 Documentation
CHAPTER I
INTRODUCTION
In this part, the researcher explains about background, problem of the
research, objective of the research, significant of the research, and scope of the
research.
A. Background
English has been studied for ‟since‟ decades ago from all fields,
especially in the information and communication technologies, politics,
science, hobbies, and exceedingly to a large scope of business regulation and
trading. English dominates the world and it may never be dethroned as the
king of languages as it is riding the crest of globalization and technology all
over the globe. Some people whose native language is not English use the
language in their daily lives (Quirk, 1985). It plays a very crucial role as the
predominant tool for communication in the global community.
Nowadays, the role of English is important for Government Science
students of Social and Political Science Faculty as a means to produce
qualified and highly competitive graduates in a good governance field. Since
government science is the study of organizational, administrative,
management and leadership issues in the public organizations or public states
in charge of the exercise of state power as stipulated by legislation. Objects
and subjects of this organization include the executive, legislative, judicial
institutions, and other institutions regulated in legislation.
In Indonesia, the relationship between government and citizens is
always within the framework of political interaction between them in the
form of state organization. Dr. Harold Damerow, a professor of government
and history says that government is 'responsible primarily for making public
policy for an entire society.' He also mentions that government is 'the steering
mechanism for a given society.' It forms the policies that keep a particular
society heading in the right direction. The government regulates the
relationships between individuals through an independent judicial system
based on common law principles (Gildenhuys, 1997). Being a Government
Apparatus is the most promising job prospect for government science
graduates.
In order to reach specific objectives, some universities in Indonesia
introduced English courses at all the levels of the educational system
specifically in government science major through ESP. The latter is the
common and well-established teaching methodology that the language
teachers actually use to achieve the specific students‟ needs, and meet the
social requirement.
The necessity to search for a new, more efficient model of an English
for Specific Purposes (ESP) course for students of Government Science of
Social and Political Science Faculty in Muhammadiyah University of
Makassar, Indonesia, appeared as a result of the concern that was expressed
first of all by students themselves, the teachers, administration and
employees. Very often, students from this major would complete all required
professional courses, but they could not graduate because of the English
requirements obligated for all students.
ESP courses are based on needs analysis, the learning objectives are
more obvious than would be in the case of general English courses and it can
be assumed that the students will be highly motivated in learning about topics
and texts which are directed to their study or workspace. Stern (1992)
distinguished four types of ESP teaching objectives: proficiency, knowledge,
effective and transfer.
Therefore, ESP course in Government Science Major aims to satisfy
the needs of students and give them a competitive advantage on possibilities
for student and lecturers exchange, joint research, continuing education,
symposium, conference and curriculum improvement programs. Because
there are so many various perspectives in defining needs, assessment of the
students‟ needs will centralise on the important task.
In this research, the researcher focuses on needs analysis which
specify into the target needs of the students and observed the reasons in
learning, place and time of anticipated target use, others with whom the
students will interact, content areas (activities involved), skills (listening,
speaking, reading, writing, etc.), and the level of proficiency required. Based
on the analysis, the researcher knows what the students need toward English
for Specific Purpose.
Based on the explanation, the researcher wants to conduct a research
about “Needs Analysis of English for Specific Purpose at Third Semester of
Government Science Students in Muhammadiyah University of Makassar”.
B. Problem of the Research
Based on the previous background, the researcher formulates the
research question as follow, “does the current situations meet the students‟
needs of English for Specific Purpose at third semester of government
science”?
C. Objective of the Research
In relation to the problem statement above, the objective of the
research is to find out whether the current situations meet the students‟ needs
of English for Specific Purpose at third semester of government science.
D. Significant of the Research
This research was expected to be useful information for many People
in the learning process, such as:
1. English teachers
This research provided English teachers with a clear description of
needs analysis of the students in English for Specific Purpose which
become an alternative to know their needs in a particular situation of
speech. Hopefully, the result if the research could function as the
foundation for the course in ESP, specifically for improving teaching
strategy that most effective for the students of government science
students and graduates.
2. Students
The students who learn ESP would received the needs of ESP
course. They are required to gain from the language course. This implied
that students might have personal aims, wants or desires to the
requirements of their study or jobs and then the need may be interpreted
as lacks which is what the students do not know or cannot do in English.
E. Scope of the Research
Based on the problem, the researcher limits the problem of the study
based on the needs analysis which could meet the students‟ needs of English
for Specific Purpose at third semester of Government Science Students in
Muhammadiyah University of Makassar. It is focused on the present situation
analysis and target situation analysis that become the aspects of the students‟
learning needs.
Based on above, ESP is needed in work and professional careers,
economic is relate to our daily activities. Therefore, the students must have
extensive knowledge about ESP if they want to improve their ability and their
skill in their program and their occupation which is related to the business
and finance.
CHAPTER II
REVIEW OF LITERATURE
In this part, the researcher explains about previous related research findings,
pertinent ideas, and conceptual framework.
A. Previous Related Research Findings
Many researchers have been conducting studies related to this
research, there are as follows:
Kaimuddin (1999) in the thesis entitled “Need Analysis of Technical
English for Technical High School Students found that the students‟
perception of the role of studying English at STM, the problem encountered
by the STM students in learning technical English, the benefits that the
graduates obtained from their technical English knowledge was they know
about English in order to fuction effectively in real life situation.
Medlin (2009) in the thesis entitled “English for Specific Purposes
(ESP): Nursing in The U.S. Hospital” stated that ESP is a form of ESL
designed for adults interested in a particular field. Content-based language
instruction is an effective method to use for this type of course. The use of
authentic materials and communicative tasks embedded in real workplace
situations helps to make the language contextualized and meaningful. The
intimate nature of the work of caring for the sick involves basic
conversational skills and colloquial speech. The ability to communicate
effectively in the hospital is the goal of instruction, and the classroom should
equip students with communicative tools they can use in the workplace.
Wu & Chin (2010) in the journal with the title “An Investigation into
the English Language Needs of Banking and Finance Professionals in
Taiwan” concluded that the study of ESP course design and materials
development shows that although English is not the medium of oral
communication in their daily work setting, employees in the financial
industry prefer to take training courses which help them develop spoken
interaction skills, such as business conversation and presentation skills. These
courses should have a balanced focus on communication strategies and cross-
cultural understanding. Concerning the development of a financial English
test, the results of the needs analysis call for a user-oriented assessment
system. In order to yield reliable and valid measurements of language
proficiency, test specifications will be devised based on the results from the
needs analysis, accompanied by the results from later document analysis.
Prachanant (2013) in her journal entitled “Needs Analysis on English
Language Use in Tourism Industry” stated that needs analysis plays a vital
role in developing English for specific purposes curriculum. This study
surveyed the needs, functions and problems of English language use by 40
tourism employees. Findings revealed that speaking is most important, then
listening, reading and writing. The three most relevant functions in using the
English language were giving information, followed by providing services,
and offering help. English use problems included; inability inappropriate
words and expressions, inadequate vocabulary, and lack of grammar
knowledge.
Yulianti (2016) in her thesis entitled “Teaching English For Specific
Purposes of Secretary Department at SMK Nasional Pati in the Academic
Year 2015/2016” showed that the research shows that the teacher‟s
difficulties are (a) difficulty in arranging ESP syllabus, (b) Difficulty of the
availability of ESP textbook, (c) Difficulty to find book activity for the
students, (d) Difficulty of the availability of supporting tools, and (e)
Difficulty to arrange classroom activity. The teacher used demonstrating and
role play strategies in teaching ESP of secretary department at SMK Nasional
Pati. Therefore, the writer suggests that: (a) It will be better that all of the
vocational school in Indonesia applied ESP in their compulsory subject. So
the government should arrange about the necessities to teach ESP, (b) In
teaching ESP the teacher can use a special strategy that most effective for the
students, so it will different from teaching English in general.
In summary, English for Specific Purposes is very vital for everyone
academic field and working space. It is obvious that ESP focuses on relating
the teaching and learning of English process to the students‟ needs as the
same as this reasearch will conduct. Hutchinson & Waters (1992) observe
that if we know why students need English, the content of the language can
be adjusted accordingly and the teaching process will focus on these needs.
B. Some Pertinent Ideas
1. English for Specific Purpose
a. Definition of English for Specific Purpose (ESP)
There are some definitions that are given by several experts as follows:
According to Hutchinson & Waters (1995), English for Specific
Purposes is not general English but an approach to English teaching and
learning specially designed to meet students‟ needs for improving their
skills for their educational or work purposes.
According to Mackay and Mountford (1978), ESP is generally used
to refer to the teaching of English for a clearly utilitarian purpose. That is
to say that English should be taught to achieve specific language skills
using real situations, in a manner that allows them to use English in their
future profession, or to comprehend English discourse related to their area
of speciality.
Robinson (1980) has defined ESP as the teaching of English to the
students who have specific goals and purposes. According to him, these
goals might be professional, academic, scientific etc. Mackay and
Mountford (1978, p. 2) have referred to it as the teaching of English for
“clearly utilitarian purposes”. These specific purposes are the above-
mentioned academic, professional or scientific ones that clearly depend on
the students‟ needs. These definitions do not both confine ESP to any
specific field, discipline or profession and recognize its broader area of
action.
Master (2005) states that ESP is often taught in other countries, but
“ESP goes under different guises in the U.S., such as content-based
instruction or workplace ESL” (p. 101). This section discusses elements of
teaching ESP and AHE. Topics include content-based instruction, theme-
based instruction, the importance of student motivation, discovering the
students‟ needs and how to meet those needs, and classroom application.
According to Harding (2007), there are a number of factors
underlying the fact of ESP that should be learnt and taught in real language
in a specialized and needed context such as vocational learning and
training; such as globalization, international communication needs, the
unnecessary factors to follow traditional GE approach starting from
primary education and etc… No matter how competent the students have
become, they will leave their primary education having already covered
GE syllabus because they desire their studies to lead them to useful skills,
in other words; they will not prefer the same old marry-go-round anymore.
In brief, the supreme aim of ESP is to meet the needs of particular
studentss, so an ESP course should be based on a vigorous analysis of
students‟ needs. Any ESP course may differ from another in its selection
of skills, topics, situations, functions and language. Information officers at
Bangkok Tourist Division also need to study English that is used for
dealing with foreign tourists, so the classroom activities should be focused
on the language concerning their daily jobs. In addition, an ESP course for
those officers should provide them more opportunities to practice listening
and speaking English including the language activities that are relevant to
their job descriptions. To achieve the main goal of studying an ESP course,
needs analysis of the students is a key element for ESP programs.
b. Classification of English for Specific Purpose (ESP)
ESP can be classified into three branches: English for science and
technology, English for business and economics, and English for social
science. English for science and technology is further classified into two
branches, as English for academic purposes (EAP) and English for
occupational purposes (EOP), which appear to be different only in
situational context. However, since Hutchinson and Waters (1987) do not
make an obvious distinction between EAP and EOP, Cummins (2008)
made a more explicit distinction between these two terms. He explained
that the aim of EAP is to provide academic proficiency, whereas, EOP
leads to interpersonal skills. In addition, the target of learners for EOP
learners is to communicate with friends and co-workers in everyday life.
Strevens (1988) defined ESP according to absolute characteristics
and variable characteristics. Regarding the absolute characteristics,
Strevens described that ESP is in contrast to general English because it is
designed to meet specified learners‟ needs, related in content to specific
discipline, and centered on language appropriate to syntax, lexis,
discourse, and semantics and analysis of the discourse. Regarding the
variable characteristics, ESP may be restricted to the learning skills to be
learned (for example writing only), and may not be taught according to
any pre-ordained methodology.
Generally speaking, Strevens‟ (1988) definition concerning the
course content confirms that ESP is always and necessarily related to the
subject content. His definition is supported by that of Robinson (1991)
who adds that ESP is constrained by a limited period, and taught in
homogenous classes regarding the work and studies that the students are
engaged in. To sum up, ESP relies on common vocabulary and functions,
and the skills that belong to a particular academic discipline or business
activities.
Dudley-Evans and St. John (1998) gave a definition of ESP, which
is influenced by that of Strevens (1988). Although they removed the
absolute characteristic about the distinctions between ESP and general
English, they revised and added more variable characteristics. Their
revised definition is:
1) Absolute characteristics
a) ESP is designed to meet specific needs of the learners;
b) ESP makes use of the underlying methodology and activities of the
disciplines it serves;
c) ESP is centred on the language (grammar, lexis, register), skills
discourse and genres appropriate to these activities.
2) Variable characteristics
a) ESP may be related to or designed for specific disciplines;
b) ESP may use, in specific teaching situations, a different
methodology from that of general English;
c) ESP is likely to be designed for adult learners, either at a tertiary
level institution or in a professional work situation. It could,
however, be for learners at secondary school level;
d) ESP is generally designed for intermediate or advanced students.
Most ESP courses assume basic knowledge of the language system,
but it can be used with beginners.
English for general academic purposes (EGAP) courses are for
learners who have no experience in working or learners who are at the
early stages of their profession, while English for specific business
purposes (EGBP) courses teach learners who had job experience, so they
can bring their business knowledge and skills to the specific language-
learning situations. Courses in position 4 cover very specific skills but the
learners may vary from different disciplines or professions. Courses in
position 5 are really specific and serve the specific needs of the target
situation, learners‟ needs, and use authentic material of the learners‟
discipline. This continuum adds to Hutchinson and Waters‟ (1987) ESP
classification for the position of ESP courses and reflects the position of
the ESP programme at Agriculture University.
ESP researchers in the 21th century tend to define ESP based on
the learners‟ needs for their subject-specific work and experiences.
Basturkmen (2010) further described themes of ESP courses that are
narrower than English language teaching courses because they focus on
learners‟ needs for work or study purposes. She classifies ESP into three
areas: English for academic purposes (EAP), English for professional
purposes (EPP), and English for occupational purposes (EOP). Like
Strevens (1988) and Dudley-Evans and St. John (1998), Basturkmen
highlighted that ESP has both variable characteristics and absolute
characteristics but she referred to these terms as ESP variability and ESP
constants, respectively. Her ESP variability and ESP constants are shown
below.
1) ESP variability
a) ESP stems from the range of areas which ESP courses are
developed. These range from the relatively general (for example,
academic English writing courses) to the highly specific (for
example, English for hotel receptionists);
b) ESP stems from the differing relationships
c) ESP learners have with their target community of practice;
d) ESP stems from differences in how familiar ESP teachers are with
the target disciplines, professions and vocations and their specialist
discourse.
2) ESP constants
a) ESP involves discussion of learners‟ needs and viewing learners
primarily in work- and study-related roles.
b) ESP courses of necessity require a narrowing down of language
and skills that are to be taught.
c) ESP courses make use of texts and draw on descriptions of
language use and communication from the target communities of
practice and disciplines.
c. Teaching English for Specific Purposes
English for Specific Purposes is an ELT approach which is
specified in certain purpose. According to Hutchinson and Waters (1987),
ESP is an approach to language teaching in which all decisions as to
content and method are based on the learners‟ reason for learning. The
focus of ESP is to meet the students‟ need. ESP course are narrower in
focus than ELT courses because they centre on analysis of learner‟s need
(Basturkmen, 2010:3). Further, Basturkmen states that ESP views learners
in terms of their work or study roles and that ESP courses focus on work-
or study-related needs, not personal needs or general interest. Teaching
ESP then means facilitating the students to learn specific English in which
the course is designed based on the students‟ need.
2. Need Analysis
a. Definition of Need Analysis
When teaching or designing a course in ESP, one goal is to strive to
meet the students‟ needs. In order to discover who the students are, what
they already know, and what they want from the class, it is important to
conduct some type of needs analysis. Many adult students studying
English in the U.S. have extensive educations (most likely in a language
other than English), and professional work experiences, as well as
significant life experiences. Perhaps they were engineers, physicians,
pharmacists, medical technologists, or nurses in their countries. They bring
well established work and study habits, preferred learning styles, and so
on. They possess a greater knowledge of the world (Chamot & O‟Malley,
1994; Knox, 1986; Krashen & Terrell, 1983). But needs analysis applies to
students of all ages and levels.
Needs Analysis is regarded as an important part of ESP in terms of
enabling the students to discover their own abilities and specifying these
needs according to their aims, objectives and desires (Basturkmen, 1998;
Chang, 2009; Maley,1983).
This term has been defined as a procedure which compiling
information exists on students who learn a foreign language and on the
usage of this language which they are expected to make use of it. Apart
from that, Basturkmen (1998) explains the concept of needs analysis as the
“identification of difficulties and standard situations by observation of
participants functioning in a target situation in conjunction with interviews
and questionnaire”. As a result of emerging interest in ESP teaching and
learning-centred approach, needs analysis is:
1. An attempt to adopt a framework for ESP course conception.
2. A procedure to collect information and needed data to be used in
syllabus design.
3. A process to develop a curriculum and needed materials for the needs
based course.
4. An approach to prove inadequate GE syllabus in terms of learners‟
future career opportunities.
5. A concept to take all the needs of the learners into consideration such as
objective needs (i.e. students‟ background such as country, culture,
education, family and profession) and subjective needs (i.e. personality,
learners‟ wants, lacks and expectations). Brindley (1984) says, “The
term need is not as straightforward as it might appear, and hence the
term is sometimes used to refer to wants, desires, demands, expectation,
motivations, lacks, constraints, and requirements”.
At present, due to the fast development on learner needs-based
approach in Turkey, ESP practitioners are interested in data analysis on
subjective or objective needs or newcomer comprehension (Bilokcuoglu,
2012; Dincay, 2011). From this perspective, the first step is to analyse and
investigate students‟ needs as a fundamental organization of ESP program
development. Accordingly, an attempt is made from Hutchinson and
Waters (1987) saying; “tell me what you need English for and I will tell
you the English that you need” (p.8). In the same approach, they divide the
needs into two groups as “target needs (i.e. what the learner needs to do in
the target situation) and learning needs (i.e. what the learner needs to do in
order to learn)” (p.9). Target needs can be seen in the subcategories such
as necessities decided by the desires of the target situation-, lacks –
background knowledge of the learners (what they know or they do not
know), and wants – considering students‟ interests lying behind English
language for their purposes.
Finally, learning need which interpreted in order to construct and
integrated part of teaching-learning process is a particular state of
knowledge. By the help of this student-centred research area –needs
analysis- it is easy to identify the particular needs of the students, to meet
needs of particular learners, to match skills in learning and using what has
been acquired, to address the aims of ESP needs and to increase the ability
of students in their future jobs and vocations (Belcher, 2009; Hutchinson
and Waters, 1987; Supuran and Mela, 2010; Varnosfadrani, 2009).
b. Types of Need Analysis
1) Target Situation Analysis (TSA)
According to Chambers, TSA is “communication in the target
situation” (Chambers, 1980:29). Needs analysis was established with
firmness in the mid-1970s (West, 1998). Earlier needs analysis was
mainly concerned with linguistic and register analysis, and as Dudley-
Evans and St. John (1998) propose, needs were seen as separate
language items of grammar and vocabulary. With the publication of
the book Communicative Syllabus Design by Munby (1978), needs
analysis progressed towards placing the learner‟s purposes in the
central position within the framework of needs analysis. Accordingly,
the notion of target needs became paramount and research verified
that function and situation were also fundamental. The term Target
Situation Analysis (TSA) was, in actual fact, first used by Chambers
in his 1980 article in which he tried to simplify the confusion of
terminology.
„Target needs‟ is like an umbrella term, which in practice hides
a number of important distinctions. It is more useful to look at the
target situation in terms of necessities, lacks and wants.
a) Necessities
We can call „necessities‟ the type of need determined by the demand
of the target situation; that is, what the learner has to know in order to
function effectively in the target situation.
b) Lacks
To identify necessities alone, however, is not enough, since the
concern in ESP is with the needs of particular learners. You also need
to know what the learner knows already, so that you can then decide
which of the necessities the learner lacks. The target proficiency in
other words, needs to be matched against the existing proficiency of
the learners. The gap between the two can be referred to as the
learner‟s lacks (Hutchinson, Waters and Breen 1979).
c) Wants
So far, we have considered target needs only in an objective sense,
with the actual learners playing no active role. But the learners too,
have a view as to what their needs are. As Richterich (1984:29)
comments: „...a need does not exist independent of a person. It is
people who build their images of their needs on the basis of data
relating to themselves and their environment.‟ Learners may well have
a clear idea of the „necessities‟ of the target situation: they will
certainly have a view as to their „lacks‟. But it is quite possible that
the learners‟ views will conflict with the perceptions of other
interested parties: course designers, sponsors, teachers...etc.
2) Present Situation Analysis (PSA)
Present situation analysis may be suggested as a complement to
target situation analysis (Robinson, 1991; Jordan, 1997). If target
situation analysis attempts to institute what the learners are expected
to be like at the completion of the language course, present situation
analysis tries to recognize what they are like at the beginning of it. As
stated "a PSA estimates strengths and weaknesses in language, skills,
learning experiences "Dudley-Evans and St. John (1998: 125). If the
purpose to which the students need to get is to be established, first the
starting point has to be demarcated, and this is provided only by
means of Present Situation Analysis.
The term PSA (Present Situation Analysis) was initially
projected by Richterich and Chancerel (1980). In this approach the
sources of information are the students themselves, the teaching
establishment, and the user-institution, e.g. place of work (Jordan,
1997). The PSA can be conducted by means of established placement
tests.
On the other hand, the background information, e.g. years of
learning English, level of education, etc. about learners can provide us
with ample information about their present abilities which can thus be
anticipated to some extent.
3) Learning Needs Analysis
As the name suggests, this type of needs analysis deals with the
strategies that learners employ in order to learn another language. This
analysis emphasizes on how the learners wish to learn rather than
what they need to learn (West, 1998). All the above-mentioned
approaches to needs analysis, TSA, PSA, and to some extent
deficiency analysis, have not been concerned with the learners‟ views
of learning.
Allwright (1982), a pioneer in the domain of strategy analysis
(West, 1994) stated from the students‟ opinions of their needs in their
own expressions (Jordan, 1997). Allwright (1982) has made a
distinction between needs (the skills which a student sees as being
relevant to himself or herself), wants (those needs on which students
put a high priority in the available, limited time), and lacks (the
difference between the student‟s present competence and the desired
competence). Further, his thoughts were embraced by Hutchinson and
Waters (1987), who advocated a learning-cantered approach in which
learners‟ learning needs play a crucial role. If the expert, by means of
target situation analysis, tries to find out what learners do with
language (Hutchinson and Waters, 1987) learning needs analysis will
tell us "what the learner needs to do in order to learn" (Hutchinson &
Waters 1987:54). Clearly, advocated a process-oriented approach, not
a product- or goal-oriented one. For them “ESP is not a product but an
approach to language teaching which is directed by specific and
apparent reasons for learning" (Hutchinson and Waters, 1987:16).
Bower (1980) who has noted the importance of learning needs:
“If we accept…that a student will learn best if what he wants to
learn, less well what he only needs to learn, less well still what he
either wants or needs to learn, it is clearly important to leave
room in a learning programme for the learner‟s own wishes
regarding both goals and processes” (Jordan 1997: 26)
C. Conceptual Framework
English for Specific Purpose
Students‟ Needs Analysis
Analysis
Learning
Needs
Analysis
Present
Situation
Analysis
Target
Situation
Analysis
Figure 2.1 Conceptual Framework
The conceptual framework above describe the research which
conduct by the researcher. The research is descriptive research which
describe about an analysis on the students' needs of English For Specific
Purpose at the second semester of Government Science Students in
Muhammadiyah University of Makassar.
In order to analyse students‟ needs of English for Specific Purpose,
some considerations should be taken into account, including the learning
needs analysis, which emphasizes on how the learners wish to learn rather
than what they need to learn. Second, present situation analysis which
emphasizes on teaching and learning situation covering aspects related to
students' characteristics, materials, and academic records containing data
about students' language learning, how the students learn the language, why
they learn it, what resources are available to help them learn. Third is target
situation analysis which determines the destination or objectives of a course,
whereas students‟ needs serve as the vehicle and guideline to get to the
destination.
Each stage of the need analysis remains to be elaborated. Thus,
identifying and acknowledging students‟ needs hopefully can help in course
development. Teachers can design instructional strategies that enable
students to reach personal as well as course objectives. Additionally, the
information from the analysis can be used to establish the language-learning
skills that students need for their learning (Cohen & Macaro, 2007;
O'Malley & Chamot, 1990).
CHAPTER III
RESEARCH METHOD
In this part, the researcher explains about research design, population and
sample, instrument of the research, data collection method, and technique of data
analysis.
A. Research Design
Based on the research questions and objectives of the study, this research is
designed as a descriptive quantitative research. Descriptive research is a kind of
research method using the techniques of searching, collecting, classifying and
analysing the data and the objective is to describe phenomenon. A quantitative
research is a type of research which includes any calculation or enumeration.
This study analyses the students‟ needs and their opinions toward English
teaching and learning process in the classroom. Hence, the purpose of this
research design is to find out whether the students‟ situation meet the needs of
English for Specific Purpose at the third semester of Government Science
Students in Muhammadiyah University of Makassar.
B. Population and Sample
1. Population
Population is a complete set of elements (person or object) that possess
some common characteristics defined by the sampling criteria established by
the researcher. The population is an aggregate or totality of all the objects,
subjects, or member that conform to a set of specifications. In this research,
the population is the third semester students of government science which
consist of four classes and the total number of populations are 159 students of
2018/2019 academic year.
2. Sample
The researcher used the Purposive Sampling Technique. Purposive
Sampling is also known as judgmental, selective, or subject sampling
technique. Non-probability sampling focuses on sampling techniques where
the units are investigated based on the judgment of the researcher. In this
research, the sample is one class of the third semester students of government
science. It is class IP 3 B with the number of students is 29 people of
2018/2019 academic year. The age of third semester of government students
who join English class is in the range of 17 until 19 years old.
C. Instrument of the Research
In this study, the researcher used questionaire as a technique in collecting
the data.
1. Questionnaire
Based on the problem statement on the first chapter, the researcher wanted
to know the students‟ needs of English for Specific Purpose through a
questionnaire. The questionnaire was required to collect data from the students
and it aimed to give the opportunity for the researcher to gather data from a
number of people. The statements of the questionnaire of this research consisted
of 28 numbers closed-ended question forms.
In addition, the researcher used Likert Scale for the close-ended
questionnaire to get the clear data from the students. Likert scale was used to
measure attitudes, opinions, and perceptions of a person or group of people
about social phenomena. thus, the result of questionnaire will analyze by using
the following percentage system:
Which:
P : Percentage
F : Frequency
n : Number of sample
100% : Constant value
( Sugiyono, 2012:137)
D. Data Collection Method
For data collection, the researcher used questionnaire as instrument
method. The researcher gave questionnaire for the samples and the researcher
gave 45 minutes for the students to answer the questions based on their own
knowledge and experince. In collecting the data, the researcher decided to use the
following procedures:
1. The researcher gave questionnaire to the samples of the research.
2. The researcher collected the questionnaire
𝑃 =𝑓
𝑛 𝑥 100%
3. The researcher analyzed the data
4. The researcher classified the answers from the questionnaire.
5. The researcher did the data and make conclusion.
E. Techniques of Data Analysis
To analyze the data, the researcher employed the formulas as follows:
1. The Likert Scale and scoring
Table 3.1: Likert Scale
No. Items Score
1.
2.
3.
4.
5.
6.
Very important
Somewhat important
Slightly important
Slightly not important
Somewhat not important
Not important at all
6
5
4
3
2
1
(Martin, 2004)
2. Determined the ideal score. Ideal score is score used to count the score to
determine rating scale and total answering. The formula used was:
(Sugiyono, 2012:137)
Table 3.2: Criterion Score
Forms Scale
6 x 29 = 174 Very important
5 x 29 = 145 Somewhat important
4 x 29 = 116 Slightly important
Criterion score = Scale score x total of respondent
3 x 29 = 87 Slightly not important
2 x 29 = 58 Somewhat not important
1 x 29 = 29 Not important at all
3. After the researcher administrating the fulfilled the questionnaire, the
researcher counted the total answer for each answer category which
existed in each aspect.
4. Then, the data obtained from the questionnaires analyzed by using the
percentage technique.
Notation:
P = Rate Percentage
F = Frequency of the current answer
N = total number of the students
( Sugiyono, 2012:137)
The use of the percentage above is concerned with what learners do with
language and the needed skills to be competent. This orientation can be
categorized as a proficiency objective.
Percentage = 𝐹
𝑛 x 100%
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The finding covers the results of the questionnaire which are divided into
two parts. The first part is about the students‟ personal information, and the
second part presents the data about the students‟ needs towards the ESP course.
1. Students’ Personal Information
Based on the present situation, the age of third semester of government students
who join English class is in the range of 17 until 19 years old. The result of the
questionnaire showed that 60% of the students have high motivation and 40%
students have average motivation in learning English. None of the students has
low motivation. From 29 students, most of them said that English is very
important for their future job (51.72%), 17.24% students said somewhat
important, 10.34% students said slightly important, 13.79% students slightly not
important, 6.89% students somewhat not important, and 0% students said not
important at all. From the data, it can be concluded that the third semester of
Government Science students in the academic year of 2018/2019 have high
motivation in learning English. Some of the students learn English out of class by
taking English course. English has an important role for their future.
Table 4.1: Percentage of The Usefulness of Each Skill for Improving the
Overall English Ability
Reading Listening Speaking Writing Total
F 3 7 17 2 29
% 10.34 24.13 58.62 6.89 100
According to Table 4.1, more than half of the students (58.62%) judged
speaking as the most useful skill for improving the overall English ability. The
next useful skill of the students was listening (24.13%). Apparently, most of
them seem to agree that reading and writing skill were the least useful (10.34%
and 6.89%).
2. Students’ Needs Towards The ESP Course
Table 4.2: The Relevant Between English material taught by Lecturer and
The Study Program
Perception Respond
F %
Yes 7 24.13
Partly 10 34.48
No 12 41.37
Total 29 100
From the data it can be seen that the relevant betwen English material
taught by lecturer and the study program is 41.37% not relevant.
Table 4.3: The English Material That The Students Need To Learn
Material Respond
F %
English for Academic Purpose 10 34.48
English for Business 10 34.48
General English 9 31.03
From the data it can be seen that the English material that the students
need to learn are English for Academic Purpose and English for Business in
which 34.48% equal.
Table 4.4: The Job Prospect That The Students Choose After Graduation
Job Prospect Respond
F %
Find a job that relevant with the study program 8 27.58
Continue master degree 4 13.79
Join exchange program in abroad 7 24.13
others: teacher, entrepreneur, businessman 10 34.48
The table above shows that the students are more likely become a teacher,
an entrepreneur, and a businessman after they graduate from the university in
which 34.48% of them.
Table 4.5: The Students’ Difficulties In Learning English At The Class
Perception Respond
F %
Speaking 2 6.89
Reading 2 6.89
Translation 5 17.24
Listening 7 24.13
Writing 3 10.34
Grammar 10 34.48
As it is presented on the table, it shows that the most difficult material in
learning English according to the students was grammar with 34.48%, then it
followed by listening (24.13%), and translation (17.24%).
Table 4.6: The Importance of English for the Study
Very
important
Somewhat
important
Slightly
important
Slightly
not
important
Somewhat
not
important
Not
important
at all
F 7 17 3 2 0 0
% 24.13 58.62 10.34 6.89 0 0
The table shows that English seems not very important for the students.
Regardless, they said that it is somewhat important for them.
Table 4.7: The Importance of Vocabulary Practice in English Class
Very
important
Somewhat
important
Slightly
important
Slightly
not
important
Somewhat
not
important
Not
important
at all
F 11 9 5 4 0 0
% 37.93 31.03 17.24 13.79 0 0
From the data it can be seen that the vocabulary practice in English class is
very important for the students in which 37.93%.
Table 4.8: The Importance of Grammar Practice in English Class
Very
important
Somewhat
important
Slightly
important
Slightly
not
important
Somewhat
not
important
Not
important
at all
F 18 8 3 0 0 0
% 62.06 27.58 10.34 0 0 0
From the data it can be seen that the grammar practice in English class is
very important for the students in which 62.06%.
Table 4.9: The Situations Where Reading Skill is Important for
Government Science Students
Reading 6 5 4 3 2 1
Reading English social and politic
documents/ e-mails
58.6
2%
27.5
8%
13.7
9% - - -
Reading English articles on the
Internet
24.1
3%
24.1
3%
27.5
8%
17.2
4%
6.89
% -
Reading English newspapers 10.3
4%
17.2
4%
34.4
8%
37.9
3% - -
Reading English novels for
pleasure - -
13.7
9%
13.7
9%
31.0
3%
41.3
7%
Reading e-mails from foreign
friends written in English
44.8
2%
24.1
3%
13.7
9%
6.89
%
3.44
%
6.89
%
Reading English textbooks - 20.6
8%
27.5
8%
17.2
4%
24.1
3%
10.3
4%
The table shows the situation where the government science students
practice reading. This data uses range 6 until 1 in which number 6 shows that the
aspect is very important, while number 1 means the aspect is not important at all.
From the data it can be seen that the most important situation where the
government science students use English is reading English social and politic
documents/e-mails which is 58.62%. This glance proves how important the
needs are for the students towards ESP course.
Table 4.10: The Situations Where Listening Skill is Important for
Government Science Students
Listening 6 5 4 3 2 1
Listening in meetings or small-
group discussions at work with
English-speaking members
58.6
2%
24.1
3%
10.3
4%
6.89
% - -
Listening to take notes of a class
lecture in English
68.9
6%
31.0
3% - - - -
Listening to a speech in a
conference given in English -
20.6
8%
34.4
8%
31.0
3%
13.7
9% -
Watching movies or TV programs
in English
27.5
8%
37.9
3%
10.3
4%
6.89
%
6.89
%
10.3
4%
Listening to English language
music
31.0
3%
27.5
8%
10.3
4%
6.89
%
10.3
4%
13.7
9%
The table shows the most important situation where the government
science students use English in listening is when they were listening to take
notes of a class lecture in English (68.96%). It appears as they were in need to
acquire English in teaching and learning process. In contrast, listening to a
speech in a conference given in English was not very important for the students.
Table 4.11: The Situations Where Speaking Skill is Important for
Government Science Students
Speaking 6 5 4 3 2 1
Speaking informally in English
with foreign tourists
58.6
2%
27.5
8%
13.7
9% - - -
Giving formal
speeches/presentations in English at
international conferences
31.0
3%
41.3
7%
27.5
8% - - -
Giving small
speeches/presentations at work
13.7
9%
41.3
7%
34.4
8%
6.89
%
3.44
% -
Giving small
speeches/presentations in English
in your university classes
13.7
9%
24.1
3%
34.4
8%
13.7
9%
10.3
4%
6.89
%
Having discussions about general
topics and current events in English
with classmates
37.9
3%
27.5
8%
20.6
8%
3.44
%
3.44
%
6.89
%
Having discussions about general
topics and current events in English
with foreign people
31.0
3%
24.1
3%
34.4
8%
3.44
%
3.44
%
3.44
%
Speaking to hotel and restaurant
staff in English while traveling
overseas
27.5
8%
27.5
8%
24.1
3%
10.3
4%
3.44
%
6.89
%
Regarding to the importance of speaking skill for the government science
students, 58.62% of the them were speaking informally in English with foreign
tourists which shows their excitement to interact with English speakers. In
contrast, a few number of the students said that giving small speeches is not very
important for them.
Table 4.12: The Situations Where Writing Skill is Important for
Government Science Students
Writing 6 5 4 3 2 1
Writing in English for university
course papers
10.3
4%
51.7
2%
17.2
4%
13.7
9%
6.89
% -
Writing business documents in
English
3.44
%
13.7
9%
37.9
3%
34.4
8%
3.44
%
6.89
%
Synthesizing information from
more than one source
10.3
4%
10.3
4%
34.4
8%
37.9
3%
6.89
% -
Writing e-mail business letters in
English to foreigners
41.3
7%
17.2
4%
27.5
8%
10.3
4%
3.44
% -
Getting the ability to research
information in English
6.89
%
41.3
7%
44.8
2% -
6.89
% -
Doing group research with
classmates or co-workers in English
13.7
9%
17.2
4%
31.0
3%
24.1
3%
10.3
4%
3.44
%
As it is presented on the table, it shows that the half of the students‟
(51.72%) are writing in English for university course papers which meets with
the needs in ESP course. It appears as they are in need to acquire to be able to
write in English.
B. Discussion
This section discusses all the facts which were found by the researcher
and their relationship with several related literature provided in Chapter II and
the experts‟ opinions and suggestions.
1. The Needs of Government Students in ESP Course
According to the result of questionnaire, most of the third semester
students of government science especially in class IP 3 B stated that their needs
in learning English is being able to communicate in English, especially English
for Government Science of Social and Political Science Faculty. Although,
58.62% of the students stated that English is somewhat important for them, they
kept wanting to get English teaching and learning process to be more affective
and efficient in the class. These students are still deprived at graduation level
from the opportunity to have English instruction, the fact that led the researcher
to observe the present situation of the students which meet the their needs of
ESP.
The preliminary results of the information gathered from the present
situation of students concerning the use of English in their future career, has led
the researcher to investigate their vision regarding the status of English of
Government Science, to determine why they need English and what for. This
was done in view of proposing the introduction of an ESP course in the
curriculum of these students since they were in the first semester. They argued
that their motivation in learning English will increase if their English class is
conducive. From the percentage, 41.37% of them said that English material
taught by lecturer and the study program were not relevant. If so, they have not
learnt all the things which they do need even want it. It is in line with the
statement that adults learn better when they can see a reason why they are
following a program of study and find the relevance between their needs in
learning and the content of the study that they must learn.
From 29 students, most of them said that English is somewhat important
for their study. From the data, it can be concluded that the third semester of
Government Science students in the academic year of 2018/2019 have good
motivation in learning English. Furthermore, more than half of the IP 3 B
students (58.62%) judged speaking as the most useful skill for improving the
overall English ability, followed by listening (24.13%), reading (10.34%), and
writing skill (6.84%).
Moreover, as stated by Brindley (1984), “The term need is not as
straightforward as it might appear, and hence the term is sometimes used to refer
to wants, desires, demands, expectation, motivations, lacks, constraints, and
requirements”. In this case, the researcher can conclude that English is a world
language used in all domains especially in the information and communication
technologies, politics, international relations, trading and regulation. In addition,
there are some important aspects that has been revealed through needs analysis
of the government science students of Muhammadiyah University of Makassar
towards ESP which are very beneficial for the improvement in English course,
such as:
From above data, the government science students preferences regarding
useful activities in learning are English for Academic Purpose and English for
Business where both will be important for their future job. It is shown that there
were 10 students chose whether to be teacher, entrepreneur, and businessman for
their future job after graduation which is quite irrelevant with their study
program, and followed by 8 students who will only find relevant job with their
study program.
The learning material that government science students most needed is
grammar as well as it is the most difficult element to be achieved based on more
than half of the students‟ answer in the questionnaire, however vocabulary
practice seems to be very important too for 11 students of the class.
The situation where the government science students use English are: (1)
listening to take notes of a class lecture in English where 68.96% of them did
this, (2) speaking informally in English with foreign tourists which shows their
excitement to interact with English speakers where 58.62% of them did this, (3)
reading English social and politic documents/e-mails which is 58.62% of them
did this, (4) writing in English for university course papers which meets with the
needs in ESP course 51.72% of them did this.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the
conclusion of findings of the research and the other one deal with suggestion.
A. Conclusion
To conduct effective ESP courses, English background of the learners
should be considered first. The lesson which is suitable for the learners‟ level
can help them learn English better and faster. According to the results of this
study, the researcher can conclude that the the present situation of government
science students do not meet their actual needs of English for Specific Purpose
which revealed between the English teaching materials and their study program
as government science students is partly relevant. Those students need more
specific English material and class, that is, English for Specific Purposes course
for government science students where they considered speaking and listening as
the useful skills which are needed to be improved as the first two priorities.
Although reading and writing were not very important for the students, reading
and writing activities should be included in an ESP course to enhance their four
English skills, as well. Their need in learning English is being able to
communicate in English well in the subject area of their study and future
job. Nonetheless, an English course designer should focus on topics concerning
English for Government Science Students which are related between their
present situation and their target needs.
B. Suggestion
Based on the conclusion, the researcher would like to present some
suggestions. The researcher hoped that this study can be used as additional
reference by other researchers or the teachers and lecturer who teach for ESP
Course.
Besides, related to the students‟ present situation, the teacher should pay
more attention on teaching and leading students. Therefore, the teacher should
find the solution to reach out their needs. Furthemore, one thing to be considered,
every students have their own capacity and learning style, so the teacher has to
understand about their students before going on in the effective teaching and
learning process.
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Appendix 1
Questionnaire For The Students
Name :
Class :
Needs Analysis Questions:
1. Which of the following skills do you feel would be most useful to learn and
practice for improving your overall English ability?
(1) Reading (2) Listening (3) Speaking (4) Writing
2. Is the English material taught by the lecturer relevant with your study
program?
a. Yes b. Partly c. No
3. English material that you need to learn:
a. English for Academic Purpose
b. English for Business
c. General English
4. After graduation, you will:
a. Find a job that relevant with the study program
b. Continue master degree
c. Join exchange program in abroad
d. others:______________
5. What are your difficulties in learning English at the class (can be more than
one choice and most difficult to difficult order)
( ) Speaking ( ) Listening
( ) Reading ( ) Writing
( ) Translation ( ) Grammar
Please give check ( ) on the column based on your answer!
Criteria for the score:
1 = Not important at all 3 = Slightly not important
5 = Somewhat
important
2 = Somewhat not
important
4 = Slightly important 6 = Very important
No. Statements Answer
1 2 3 4 5 6
1. Is English important for your study?
2. How important is it to have vocabulary practice
in English class?
3. How important is it to have grammar practice
in English class?
How much do you feel each of the skills is important
in your life?
Reading
4. Reading English social and politic documents/
e-mails
5. Reading English articles on the Internet
6. Reading English newspapers
7. Reading English novels for pleasure
8. Reading e-mails from foreign friends written in
English
9. Reading English textbooks
Listening
10.
Listening in meetings or small-group
discussions at work with English-speaking
members
11. Listening to take notes of a class lecture in
English
12. Listening to a speech in a conference given in
English
13. Watching movies or TV programs in English
14. Listening to English language music
Speaking
15. Speaking informally in English with foreign
tourists
16. Giving formal speeches/presentations in
English at international conferences
17. Giving small speeches/presentations at work
18. Giving small speeches/presentations in English
in your university classes
19. Having discussions about general topics and
current events in English with classmates
20. Having discussions about general topics and
current events in English with foreign people
21. Speaking to hotel and restaurant staff in
English while traveling overseas
Writing
22. Writing in English for university course papers
23. Writing business documents in English
24. Synthesizing information from more than one
source
25. Writing e-mail letters in English to foreign
friends
26. Getting the ability to research information in
English
27. Doing group research with classmates or co-
workers in English
Appendix 2
Questionnaire Untuk Mahasiswa
Nama :
Kelas :
Pertanyaan:
1. Dari keempat skill di bawah, yang manakah menurutmu lebih berguna dalam
meningkatkan kemampuan bahasa Inggrismu?
(1) Reading (2) Listening (3) Speaking (4) Writing
2. Apakah materi bahasa inggris yang diajarkan dosen relevan dengan program
studi anda?
b. Ya b. Sebagian c. Tidak
3. Mata kuliah bahasa Inggris yang dibutuhkan adalah:
d. English for Academic Purpose
e. English for Business
f. General English
4. Setelah sarjana anda akan:
e. Mencari pekerjaan sesuai latar belakang pendidikan
f. Melanjutkan studi S2
g. Mengikuti program pertukaran ke luar negeri
h. Tujuan lainnya:______________
5. Kesulitan anda dalam belajar bahasa Inggris di kelas adalah (boleh memilih
lebih dari satu dan urutkan mulai dari yang tersulit)
( ) Berbicara ( ) Mendengarkan
( ) Membaca ( ) Menulis
( ) Menerjemahkan ( ) Grammar (tata bahasa)
Berikan tanda ( ) pada kolom jawaban anda!
Kriteria Skor:
1 = Sama sekali tidak
penting 3 = Netral 5 = Sangat penting
2 = Tidak penting 4 = Penting
No. Statements Answer
1 2 3 4 5 6
1. Apakah bahasa Inggris penting untuk studi anda?
2. Seberapa penting untuk memiliki kemampuan
kosakata di kelas bahasa Inggris?
3. Seberapa penting untuk memiliki kemampuan
tata bahasa (grammar) di kelas bahasa Inggris?
Menurut Anda, seberapa besar keterampilan itu penting
dalam hidup Anda?
Reading
4. Membaca dokumen dan e-mail sosial dan politik
berbahasa Inggris
5. Membaca artikel berbahasa Inggris di Internet
6. Membaca koran berbahasa Inggris
7. Membaca novel bahasa Inggris untuk kesenangan
8. Membaca e-mail dari teman-teman dari negara
lain yang ditulis dalam bahasa Inggris
9. Membaca buku pelajaran (textbook) berbahasa
Inggris
Listening
10. Mendengarkan percakapan dalam pertemuan atau
diskusi kelompok di tempat kerja yang
beranggotakan orang asing berbahasa inggris
11. Mendengarkan untuk mencatat pembelajaran
yang berbahasa inggris dalam kelas
12. Mendengarkan pidato dalam sebuah konferensi
yang berbahasa Inggris
13. Menonton film atau program TV yang
menggunakan bahasa Inggris
14. Mendengarkan lagu yang berbahasa Inggris
Speaking
15. Berbicara secara informal dalam bahasa Inggris
dengan turis asing
16. Memberikan pidato / presentasi formal dalam
bahasa Inggris di konferensi internasional
17. Berpidato / presentasi di tempat kerja
18. Memberikan pidato / presentasi dalam bahasa
Inggris di kelas universitas Anda
19. Berdiskusi menggunakan bahasa inggris tentang
topik-topik umum dan kejadian terkini dengan
teman sekelas
20. Berdiskusi menggunakan bahasa inggris tentang
topik umum dan kejadian terkini dengan orang
asing
21. Berbicara menggunakan bahasa inggris kepada
staf hotel dan staf restoran saat bepergian ke luar
negeri
Writing
22. Menulis dalam bahasa Inggris untuk tugas
makalah universitas
23. Menulis dokumen bisnis dalam bahasa Inggris
24. Mensintesis informasi dari lebih dari satu sumber
25. Menulis surat atau e-mail dalam bahasa Inggris
kepada teman-teman asing
26. Untuk kemampuan meneliti sumber informasi
dalam bahasa Inggris
27. Melakukan penelitian dalam bahasa Inggris
secara berkelompok dengan teman sekelas atau
rekan kerja
Appendix 3
The Result of The Questionnaire For The Students
1. Which of the following skills do you feel would be most useful to learn and
practice for improving your overall English ability?
Reading Listening Speaking Writing Total
3 7 17 2 29
2. Is the English material taught by the lecturer relevant with your study
program?
Perception Respond
F
Yes 10
Partly 12
No 7
3. English material that you need to learn:
Material Respond
F
English for Academic Purpose 10
English for Business 10
General English 9
4. After graduation, you will:
Job Prospect Respond
F
Find a job that relevant with the study program 8
Continue master degree 4
Join exchange program in abroad 7
others: teacher, entrepreneur, businessman 10
5. What are your difficulties in learning English at the class (can be more than
one choice and most difficult to difficult order)
Perception Respond
F %
Speaking 2 6.89
Reading 2 6.89
Translation 5 17.24
Listening 7 24.13
Writing 3 10.34
Grammar 10 34.48
Likert Scale
No
. Statements
Answer
1 2 3 4 5 6
1. Is English important for your study? - - 2 3 17 7
2. How important is it to have vocabulary
practice in English class?
- - 4 5 9 11
3. How important is it to have grammar
practice in English class?
- - - 3 8 18
How much do you feel each of the skills is
important in your life?
Reading
4. Reading English social and politic
documents/ e-mails
- - - 4 8 17
5. Reading English articles on the Internet - 2 5 8 7 7
6. Reading English newspapers - - 11 10 5 3
7. Reading English novels for pleasure 12 9 4 4 - -
8. Reading e-mails from foreign friends written
in English
2 1 2 4 7 13
9. Reading English textbooks 3 7 5 8 6 -
Listening
10.
Listening in meetings or small-group
discussions at work with English-speaking
members
- - 2 3 7 17
11. Listening to take notes of a class lecture in
English
- - - - 9 20
12. Listening to a speech in a conference given
in English
- 4 9 10 6 -
13. Watching movies or TV programs in
English
3 2 2 3 11 8
14. Listening to English language music 4 3 2 3 8 9
Speaking
15. Speaking informally in English with foreign
tourists
- - - 4 8 17
16. Giving formal speeches/presentations in
English at international conferences
- - - 8 12 9
17. Giving small speeches/presentations at work - 1 2 10 12 4
18. Giving small speeches/presentations in
English in your university classes
2 3 4 10 7 4
19. Having discussions about general topics and
current events in English with classmates
2 1 1 6 8 11
20.
Having discussions about general topics and
current events in English with foreign
people
1 1 1 10 7 9
21. Speaking to hotel and restaurant staff in
English while traveling overseas
2 1 3 7 8 8
Writing
22. Writing in English for university course
papers
- 2 4 5 15 3
23. Writing business documents in English 2 1 10 11 4 1
24. Synthesizing information from more than
one source
- 2 11 10 3 3
26. Writing e-mail business letters in English to
foreigners
- 1 3 8 5 12
27. Getting the ability to research information in
English
- 2 - 13 12 2
28. Doing group research with classmates or co-
workers in English
1 3 7 9 5 4
Note:
1: Not important at all
2: Somewhat not important
3: Slightly not important
4: Slightly important
5: Somewhat important
6: Very important
Appendix 4
DOCUMENTATION
CURRICULUM VITAE
Andi Sitti Nasmah is a student of English Department of
Muhammadiyah University of Makassar. She was born on
September 3rd
, 1996 in Pare-pare. She is the sixth child of
marriage between Drs. H. Andi Rukman, and Dra. Hj. Sitti
Basnur Wahab. She has 2 sisters and 3 brothers Andi
Muhammad Nasrum, S. Kom., Andi Sitti Nasidah, S. Kom., Andi Muhammad
Nasrullah, Andi Sitti Nasyrah, S.E., Andi Ahmad Abadi, S. Kom.). In 2002, she
started in Elementary School at SDN 213 Lapongkoda, graduated in 2009. Then,
she continued her study at SMPN 1 Sengkang and graduated in 2012. After that,
she continued her Senior High School at SMAN 3 Sengkang (now SMAN 7
Wajo) and graduated in 2014. The same year, she was accepted as English
Department Student of Faculty of Teacher Training and Education of
Muhammadiyah University of Makassar. At the end of her study, she could
finished her thesis in 2018 entitle “Needs Analysis of English for Specific Purpose
at Third Semester of Government Science Students in Muhammadiyah University
of Makassar”.